Second Language Reading Research and Instruction provides a window
into the diversity of conceptions on L2 reading and instruction.
Although some differences exist, researchers agree that comprehension
should be the primary goal of reading instruction.
This volume "crosses the boundaries" to explore the complex issue of L2
reading research and instruction by bringing together the approaches of
whole language, skills/strategies, and acquisition. Because the
differences to these approaches are often contradictory, a coherent
understanding of L2 reading does not exist and no one instructional
approach is considered efficient. This fact has negative implications in
the United States as more English language learners are placed in
mainstream K-12 classes and in other countries where teaching is more
content-driven. As a result, it's important to know the extent to which
reading can be facilitated to allow L2 learners to achieve multiple
goals and how second language research supports this.
Contributors to this volume are seasoned researchers who have examined
reading from one of these angles and who, collectively, will tackle
questions like: Should L2 reading instruction be comprehension-oriented
or language-oriented? What types of knowledge and skills are necessary
for improving reading comprehension? What elements of language can be
learned through reading? Is it possible to integrate grammar training
into comprehension training? If so, how may it be achieved in the
classroom? As a secondary goal, this volume seeks to bridge the
oft-noted gap between research and practice.
This book is intended for L2 reading researchers, teachers, curriculum
developers,
materials writers, and graduate students of second language education
interested in L2 reading.
